Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/4104
Title: An Activity Framework for Fostering Reflection in Project-based Engineering Design
Authors: Turns, Jennifer
Issue Date: Jul-1996
Publisher: Association for the Advancement of Computing in Education (AACE)
Citation: Turns, J. (1996). An Activity Framework for Fostering Reflection in Project-based Engineering Design. In Edelson, D. C. & Domeshek, E. A. (Eds.), International Conference on the Learning Sciences, 1996 (pp. 316-323). Evanston, IL, USA: Association for the Advancement of Computing in Education (AACE).
Abstract: Employers of engineering school graduates frequently lament that their new employees do not have adequate design abilities. Such sentiments are echoed in almost all major reports on engineering education. Two approaches for addressing this issue are to provide students with more engineering design experiences and to find ways to enhance the learning the results from existing experiences. This paper focuses on the second approach since providing students with more design experiences can be costly and, at the same time, evidence suggests that students do not always capitalize effectively on the potential learning opportunities stemming from such experiences. This paper proposes a framework for reflective activities that students can perform in order to enhance their learning from engineering design experiences. More specifically, this paper presents 1) some data suggesting that learning opportunities may arise through project based engineering design experiences but may not go unpursued, 2) a framework for reflective activities designed to facilitate students in pursuing these learning opportunities, 3) two slightly different instantiations of that activity, and 4) the proposed evaluation.
URI: https://doi.dx.org/10.22318/icls1996.316
https://repository.isls.org//handle/1/4104
Appears in Collections:ICLS 1996

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